The Effect of e-learning Approach on Students’ Achievement in Biomedical Instrumentation Course at Palestine Polytechnic University

Abdallah Arman, Taha El-Arif and Abdul-latif Elgazzar
Volume 9, number 17, Communications of the IBIMA, 2009, pages 141-146

Abstract

E-learning  is  widely  used  in  universities  and  other  organizations  all  over  the  world,  either  to support classroom learning or on its own. The Palestine Polytechnic University (PPU) is no exception. Usually, a special kind of web-based content management system is used for running e-learning courses.  These  systems  hold  all  the  course  content  and  information  of  the  students  and  also provide the interactive tools to support learning process. While using such systems makes the e- learning experience much easier, it also induces some problems like the heterogeneous previous knowledge of the students. The attitude  of  students  towards  e-learning  or  learning  content  management  systems  is  also  an important factor in e-learning. There have not been any major surveys in the PPU in that regard. With newly developing multimedia technologies, incorporating simultaneous presentations of narration, images, and text, the possibilities for instruction are vast. Yet, how and when should educators use these technologies in the most effective ways to enhance learning? This is the driving question behind this research: What is the effectiveness and usefulness of using multimedia in e-learning approach in teaching the Biomedical Instrumentation course for students of Biomedical Engineering Program in the Palestine Polytechnic University?  In this study, an experimental group of (14) students was examined after studying a course using e-learning approach. The instructional design approach was used. I have used the El-Gazzar Instructional Design Model (2002) since it was proved to be simple and efficient. The course was implemented using MOODLE-LMS. The students’ achievement was examined before and after the experiment. The research results proved that there is a significant increase in gain in achievement. The e-learning has achieved efficiency greater than (80%) in achievement. Also, the e-learning has achieved efficiency greater than (1.2) measured with respect to Black’s Gain Ratio in achievement.  Also, the e-learning has achieved efficiency greater than (0.6) measured with respect to McGugian’s Gain Ratio in achievement. The e-learning has achieved larger effect size (more than 0.14) on achievement.